Department of Psychology, University of Virginia, 102 Gilmer Hall, PO BOX 400400, Charlottesville, VA 22904-4400, USA.
J Abnorm Child Psychol. 2011 Oct;39(7):1059-71. doi: 10.1007/s10802-011-9521-7.
We examined associations between children's sociometric status and (a) observed parental feedback as well as (b) child aggression. Participants were 94 children ages 6-10 (64 male; 44 with ADHD) and their parents. Children's peer status, parental feedback to their children, and child aggression were all assessed during lab-based playgroups of four children and their parents. Parent criticism in front of the child's peers was associated with the child receiving more negative ("disliked") and fewer positive ("liked") nominations, but only for children who displayed aggression; this interaction applied almost exclusively to children with ADHD. Parent praise in front of peers was associated with fewer negative nominations when children displayed low levels of aggression, but more at higher levels. Additional analyses revealed that relationships did not exist in the full sample between privately-given parental feedback and children's peer status. Processes by which peers use overheard adult feedback to inform their assessments of children are discussed.
我们考察了儿童社交地位与（a）观察到的父母反馈以及（b）儿童攻击行为之间的关系。参与者包括 94 名 6-10 岁的儿童（64 名男性；44 名患有 ADHD）及其父母。在基于实验室的四人儿童及其父母的游戏小组中，评估了儿童的同伴地位、父母对孩子的反馈以及儿童的攻击行为。当着孩子同伴的面批评孩子，会导致孩子获得更多的负面（“不喜欢”）提名和更少的正面（“喜欢”）提名，但这仅适用于表现出攻击性的孩子；这种相互作用几乎只适用于患有 ADHD 的孩子。当孩子表现出低水平的攻击性时，当着同伴的面表扬父母，会导致负面提名减少，但在更高水平时则会增加。进一步的分析表明，在全样本中，私下给予的父母反馈与儿童的同伴地位之间不存在关系。讨论了同伴通过偷听成人反馈来告知他们对儿童的评估的过程。
